L.I. I am learning to include words from the text in my answers.

S.C.

• I can scan over a text to find information

• I can include excerpts (quotes) from the text in some of my answers

Task 1: 20 minutes of silent reading

Task 2: Watch the teacher video which explains our learning focus and how to be successful in today’s task.

Instructions for today’s task:

In your literacy workbook add to your vocabulary page.

Chapter 11 vocabulary: Startling, Frigid, Eager, Obsolete

Read Chapter 11 of The Giver.

You can choose to either listen to the audio book video (link: https://www.youtube.com/watch?v=eJIF1K1eNJk ), or read Chapter 11 independently (link to online version of The Giver text: https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxjbGFzc2FsYmVydGl8Z3g6NzE3OTEzYzE0YTgxYzUyZA - scroll down to page 83).

Task 3: Write the answer to the questions below in your literacy workbook.

Upload a photo of your workbook answers to the Google Classroom Reading assignment for today.

Questions:

1. Describe Jonas’ experience with snow.

2. What is climate control? Why does the community use it?

3. What is the sameness?

4. List the memories that Jonas acquired the first day.

5. Why is only one person given the honor of experiencing snow, sunshine, sunburn and other forms of climate change?

6. How would you feel if you were not allowed to experience the beauty of snow, sunshine or the mountains?

7. Explain if you agree with changing the climate to favor sameness.

LI: We are learning to establish dynamic dialogue techniques by conducting an interview

SC: I will can be successful if I include interview answers into my dynamic dialogue

Informative Writing – Dynamic Dialogue

Dialogue is not just for narrative writing. In informative writing, real words from real people can be used to:

Move the action along (e.g. in a news report or factual recount)

Bring in information or facts (e.g. from an expert or eyewitness)

Provide different points of view on the topic (e.g. people’s reactions to a contentious issue)

Alter the voice, pace or tone of the text.

The key skill is knowing who to quote and how to choose the most effective part of what they say. Below is a great example of effective dialogue in an information report.

LI: We are learning to spell our selected words consistently

SC: I can write my words carefully

I can set out my work neatly in my exercise book

Activity One

Write out all 10 of your spelling words again.

Activity Two

You will need to write all your spelling words in the list attached.

You will need to write the word, number how many sounds in the word, split the word into its graphs, digraphs or trigraphs, then finally analyse the tricky part.

Spelling grid sheet: https://drive.google.com/open?id=1zXQVRRmdcC2QuzCMxc9R5M2hlvH6Fc9t